D.C.
Skills available for District of Columbia fifth-grade social studies standards
Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
Show alignments for:
- K-12 Social Studies Standards (adopted in 2023): Civil War K-12 Social Studies Standards (adopted in 2023): Civil War
- K-12 Social Studies Standards (adopted in 2023): Enslavement and Resistance K-12 Social Studies Standards (adopted in 2023): Enslavement and Resistance
- K-12 Social Studies Standards (adopted in 2023): Inquiry in American History K-12 Social Studies Standards (adopted in 2023): Inquiry in American History
- K-12 Social Studies Standards (adopted in 2023): Reconstruction and the Early Struggle for Equality K-12 Social Studies Standards (adopted in 2023): Reconstruction and the Early Struggle for Equality
- K-12 Social Studies Standards (adopted in 2023): The Long Civil Rights Movement K-12 Social Studies Standards (adopted in 2023): The Long Civil Rights Movement
- K-12 Social Studies Standards (adopted in 2023): War and Conquest in the West K-12 Social Studies Standards (adopted in 2023): War and Conquest in the West
- K-12 Social Studies Standards (adopted in 2023): World War II and Postwar US K-12 Social Studies Standards (adopted in 2023): World War II and Postwar US
- District of Columbia Social Studies Standards District of Columbia Social Studies Standards
Actions
6 World War II and Postwar US
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5.44 Explain the causes of World War II and the rise of fascism in Italy and Germany, and explain how bias and prejudice led to the scapegoating of marginalized groups in Europe, including Jewish, Romani, Slavic, disabled, Jehovah's Witness and LGBTQ+ communities.
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5.45 Describe the causes and consequences of major events of World War II, including Pearl Harbor, D-Day and the decision to drop atomic bombs on Japan.
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5.46 Analyze changes at home as the US mobilized for and entered World War II, including social, economic, and political wartime opportunities for women and communities of color (e.g., women of color as riveters and war material assembly workers, Japanese American interpreters, Navajo coders, Tuskegee Airmen).
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5.47 Using primary sources from the perspective of American citizens of Japanese descent, analyze the struggles and resistance of those who were incarcerated during World War II.
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5.48 Compare the different experiences of servicemembers when they returned to the United States after the war, including white, Black, Latinx, Indigenous, LGBTQ+ and Asian American servicemen.